Collaborative Practices Related to Augmentative and Alternative Communication

Abstract

Although speech-language pathologists (SLPs) are typically responsible for the treatment of communication problems, the development and implementation of augmentative and alternative communication (AAC) interventions requires the expertise and involvement of additional educational team members (e.g., general and special education teachers, physical therapists, parents). Effective collaboration by these team members is necessary to develop and implement appropriate AAC interventions for students with disabilities. However, it is unclear if university preservice training programs for SLPS are providing appropriate knowledge and skill training in the collaborative skills that are critical to the appropriate provision of services to students who require AAC. This article discusses specific collaborative skills required for AAC service delivery and examines available information about the state of the profession with regard to preprofessional preparation in collaboration skills for team members. Data from a pilot survey of the preservice professional training experiences in the area of collaboration for SLPs and special and general educators who teach students who use AAC are presented, as is information from university faculty who currently teach AAC courses. Suggestions are provided regarding further examination of issues related to preservice training for team members who provide AAC services to students in schools.Communication problems of school-age students can impede learning, discourage participation in academic and nonacademic activities, and cause difficulties in establishing and maintaining normal peer relationships and deeper friendships. For students with severe communication difficulties, the appropriate use of augmentative and alternative communication (AAC) systems represents a means by which students can increase meaningful participation in school environments and improve academic and social outcomes. Although speech-language pathologists (SLPs) are typically responsible for the treatment of communication problems, the development of appropriate AAC interventions represents a formidable task that will require the expertise of SLPs and their collaboration with numerous school personnel.The 1999 amendments to the Individuals with Disabilities Education Act (IDEA) included a requirement that efforts designed to facilitate the access of students with disabilities to the general education curriculum be documented (Individuals with Disabilities Education Act Regulations of 1999, § 300.347). This mandate has significantly affected the provision of services to children with severe disabilities and communication disorders in that increasing numbers of students who may require AAC intervention are being served in inclusive classroom settings. Consequently, the need for personnel (e.g., SLPs, general and special educators, physical therapists)

Communication partners experiences of communicating with adults with severe/profound intellectual disability through augmentative and alternative communication: A mixed methods systematic review

“…There is agreement in the literature that AAC is a team approach that includes multiple stakeholders (De Paepe and Wood, 2001; Beukelman et al, 2008; Beukelman and Mirenda, 2005; Ogletree, 2021). Everyone who uses AAC with the individual should be involved in the team (ASHA, 2002).…”

Person-Focused Learning: A Collaborative Teaching Model to Prepare Future AAC Professionals

“…DePaepe and Wood (2001) reviewed AAC training programs in the USA and found that a limited number of pre-service training programs included an emphasis on developing collaborative, problem-solving skills. However, teaching practices in higher education have begun to shift from traditional didactic models to interactive, collaborative, and problem-solving approaches in order to better prepare students to function effectively in collaborative work environments.…”

“Feeling our way around in the dark” AAC team collaboration in the context of service change: Special education teachers’ perceptions

“…In education, spoken language acts as an instrument through which instruction occurs, meanings and connections are formed, and knowledge and skills are transferred and demonstrated (Kathard et al, 2015). School-age children who experience communication difficulties have limited access to this instrument, placing them at risk of potentially adverse effects on their participation, learning and social relationships (DePaepe and Wood, 2001; Thatcher et al, 2008). For children with the most severe speech and language difficulties, their ability to reliably use speech and language to effectively meet their communicative needs across settings with different communication partners is affected (Iacono et al, 2022).…”

“…Effective teams engage in frequent, productive and efficient interactions with clearly defined responsibilities and actions, where all members are active and contributive (Hunt et al, 2002; Soto et al, 2001a). Irrespective of the team's composition, size and structure, collaboration between team members is possible (Ogletree, 2021) and deemed essential for AAC service delivery (DePaepe and Wood, 2001; Soto et al, 2001a).…”